Relevant bibliographies by topics / Usage-based perspective on language

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  2. Dissertations / Theses
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Academic literature on the topic 'Usage-based perspective on language'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Usage-based perspective on language"

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Zyzik, Eve. "INCOMPLETE ACQUISITION FROM A USAGE-BASED PERSPECTIVE." Studies in Second Language Acquisition 41, no. 2 (May 2019): 279–82. http://dx.doi.org/10.1017/s0272263119000330.

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Gustafsson, Hana. "Capturing EMI teachers’ linguistic needs: a usage-based perspective." International Journal of Bilingual Education and Bilingualism 23, no. 9 (January 17, 2018): 1071–82. http://dx.doi.org/10.1080/13670050.2018.1425367.

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Van Compernolle, Rémi A. "Constructing a Second Language Sociolinguistic Repertoire: A Sociocultural Usage-based Perspective." Applied Linguistics 40, no. 6 (September 8, 2018): 871–93. http://dx.doi.org/10.1093/applin/amy033.

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Abstract This article discusses a sociocultural usage-based perspective on the development of sociolinguistic competence. Previous research has focused on learners’ acquisition and use of alternative ways of ‘saying the same thing’ (i.e. native-like variation) in relation to study abroad, contact with native speakers, and pedagogy. Missing from the literature are studies examining the developmental trajectories of individual learners from a qualitative perspective. This article takes a first step in this direction by documenting the specific lexicogrammatical constructions deployed by one learner of French, Leon, over the course of a 6-week stylistic variation intervention. The findings show that his sociolinguistic repertoire emerged from a single multiword expression, which in combination with Leon’s application of new metalinguistic knowledge and mediation from a teacher expanded to become a more productive schematic template. The research suggests that future work on L2 sociolinguistic development would do well to focus on qualitative accounts of individual developmental trajectories, emphasizing the specific lexicogrammatical constructions learners appropriate, to understand how L2 sociolinguistic repertoires are constructed across time.
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CIENKI, ALAN. "Spoken language usage events." Language and Cognition 7, no. 4 (November 2, 2015): 499–514. http://dx.doi.org/10.1017/langcog.2015.20.

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abstractAs an explicitly usage-based model of language structure (Barlow & Kemmer, 2000), cognitive grammar draws on the notion of ‘usage events’ of language as the starting point from which linguistic units are schematized by language users. To be true to this claim for spoken languages, phenomena such as non-lexical sounds, intonation patterns, and certain uses of gesture should be taken into account to the degree to which they constitute the phonological pole of signs, paired in entrenched ways with conceptual content. Following through on this view of usage events also means realizing the gradable nature of signs. In addition, taking linguistic meaning as consisting of not only conceptual content but also a particular way of construing that content (Langacker, 2008, p. 43), we find that the forms of expression mentioned above play a prominent role in highlighting the ways in which speakers construe what they are talking about, in terms of different degrees of specificity, focusing, prominence, and perspective. Viewed in this way, usage events of spoken language are quite different in nature from those of written language, a point which highlights the need for differentiated accounts of the grammar of these two forms of expression taken by many languages.
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LIEVEN, ELENA. "First language development: a usage-based perspective on past and current research." Journal of Child Language 41, S1 (July 2014): 48–63. http://dx.doi.org/10.1017/s0305000914000282.

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ABSTRACTI first outline three major developments in child language research over the past forty years: the use of computational modelling to reveal the structure of information in the input; the focus on quantifying productivity and abstraction; and developments in the explanation of systematic errors. Next, I turn to what I consider to be major outstanding issues: how the network of constructions builds up and the relationship between social and cognitive development and language learning. Finally, I briefly consider a number of other areas of importance to a psychologically realistic understanding of children's language development.
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Hakimov, Nikolay, and Ad Backus. "Usage-Based Contact Linguistics: Effects of Frequency and Similarity in Language Contact." Journal of Language Contact 13, no. 3 (July 22, 2021): 459–81. http://dx.doi.org/10.1163/19552629-13030009.

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Abstract The influence of usage frequency, and particularly of linguistic similarity on human linguistic behavior and linguistic change in situations of language contact are well documented in contact linguistics literature. However, a theoretical framework capable of unifying the various explanations, which are usually couched in either structuralist, sociolinguistic, or psycholinguistic parlance, is still lacking. In this introductory article we argue that a usage-based approach to language organization and linguistic behavior suits this purpose well and that the study of language contact phenomena will benefit from the adoption of this theoretical perspective. The article sketches an outline of usage-based linguistics, proposes ways to analyze language contact phenomena in this framework, and summarizes the major findings of the individual contributions to the special issue, which not only demonstrate that contact phenomena are usefully studied from the usage-based perspective, but document that taking a usage-based approach reveals new aspects of old phenomena.
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Dorota, Gaskins, Oksana Bailleul, Anne Marie Werner, and Antje Endesfelder Quick. "A Crosslinguistic Study of Child Code-Switching within the Noun Phrase: A Usage-Based Perspective." Languages 6, no. 1 (February 13, 2021): 29. http://dx.doi.org/10.3390/languages6010029.

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This paper aims to investigate whether language use can account for the differences in code-switching within the article-noun phrase in children exposed to English and German, French and Russian, and English and Polish. It investigates two aspects of language use: equivalence and segmentation. Four children’s speech is derived from corpora of naturalistic interactions recorded between the ages of two and three and used as a source of the children’s article-noun phrases. We demonstrate that children’s CS cannot be fully explained by structural equivalence in each two languages: there is CS in French-Russian although French does, and Russian does not, use articles. We also demonstrate that language pairs which use higher numbers of articles types, and therefore have more segmented article-noun phrases, are also more open to switching. Lastly, we show that longitudinal use of monolingual articles-noun phrases corresponds with the trends in the use of bilingual article-noun phrases. The German-English child only starts to mix English articles once they become more established in monolingual combinations while the French-Russian child ceases to mix French proto-articles with Russian nouns once target articles enter frequent use. These findings are discussed in the context of other studies which report code-switching across different language pairs.
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Gries, Stefan Th. "Frequencies, probabilities, and association measures in usage-/exemplar-based linguistics." Theory and data in cognitive linguistics 36, no. 3 (November 30, 2012): 477–510. http://dx.doi.org/10.1075/sl.36.3.02gri.

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In the last few years, a particular quantitative approach to the syntax-lexis interface has been developed: collostructional analysis (CA). This approach is an application of association measures to co-occurrence data from corpora, from a usage-based/cognitive-linguistic perspective. In spite of some popularity, this approach has come under criticism in Bybee (2010), who criticizes the method for several perceived shortcomings and advocates the use of raw frequencies/percentages instead. This paper has two main objectives. The first is to refute Bybee’s criticism on theoretical and empirical grounds; the second and further-reaching one is to outline, on the basis of what frequency data really look like, a cline of analytical approaches and, ultimately, a new perspective on the notion of construction based on this cline.
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Rottet, Kevin J. "Directional Idioms in English and Welsh: A Usage-Based Perspective on Language Contact." Journal of Language Contact 13, no. 3 (July 22, 2021): 573–611. http://dx.doi.org/10.1163/19552629-13030003.

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Abstract The English verb-particle construction or phrasal verb (pv) has undergone dramatic semantic extensions from the expression of literal motion events (the ball rolled down the hill) – a pattern known as satellite-framing – to idiomatic figurative uses (the company will roll out a new plan) where selection of the particle is motivated by Conceptual Metaphors. Over the course of its long contact with English, Welsh – also satellite-framed with literal motion events – has extended the use of its verb-particle construction to replicate even highly idiomatic English pv s. Through a case study of ten metaphorical uses of up and its Welsh equivalent, we argue that this dramatic contact outcome points to the convergence by bilingual speakers on a single set of Conceptual Metaphors motivating the pv combinations. A residual Celtic possessive construction (lit. she rose on her sitting ‘she sat up’) competes with English-like pv s to express change of bodily posture.
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Stefanowitsch, Anatol. "A usage-based perspective on public discourse: Towards a critical cognitive linguistics." Yearbook of the German Cognitive Linguistics Association 7, no. 1 (November 26, 2019): 177–200. http://dx.doi.org/10.1515/gcla-2019-0011.

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Abstract Linguists are traditionally reluctant to contribute to public discussions around language, especially where politics is involved. With the exception of George Lakoff, this has also been true of cognitive linguists in particular. Only recently have some members of the cognitive linguistics community more actively participated in such discussions. In particular, Elisabeth Wehling and myself have, independently of each other, contributed to linguistic debates surrounding the linguistic representation of refugees in Germany during the so-called European refugee crisis beginning in 2015. In this paper, I take a closer look at these contributions and evaluate them in terms of their empirical foundations. Based on this evaluation, I then briefly discuss the goals of, and preconditions to a more systematic approach to a usage-based public commentary on (political) language.
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Dissertations / Theses on the topic "Usage-based perspective on language"

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Cai, Xuemei. "A Lexical Comparison Using Word Embedding Mapping from an Academic Word Usage Perspective." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-425266.

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This thesis applies the word embedding mapping approach to make a lexical comparison from academic word usage perspective. We aim to demonstrate the differences in academic word usage between a corpus of student writings and a corpus of academic English, as well as a corpus of student writings and social media texts. The Vecmap mapping algorithm, commonly used in solving cross-language mapping problems, was used to map academic English vector space and social media text vector space into the common student writing vector space to facilitate the comparison of word representations from different corpora and to visualize the comparison results. The average distance was defined as a measure of word usage differences of 420 typical academic words between each two corpora, and principal component analysis was applied to visualize the differences. A rank-biased overlap approach was adopted to evaluate the results of the proposed approach. The experimental results show that the usage of academic words of student writings corpus is more similar to the academic English corpus than to the social media text corpus.
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Reineman, Juliana Theresa. "Examining English as a second language: Textbooks from a constructivist perspective." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2946.

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Goudie, Valda Lianne. "Going places : a thematic unit for kindergarten based on a functional perspective for learning language /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36128.pdf.

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Madyarov, Irshat. "Contradictions in a Distance Content-Based English as a Foreign Language Course: Activity Theoretical Perspective." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002672.

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Fongoqa, Nobatwa Virginia. "The personal perspective essay in Xhosa as reflection of the writing competence of grade 12 learners." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53143.

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Thesis (MA)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: This study explores a theoretical framework of language competence with reference to the teaching and learning of writing in Xhosa grade 12. The teaching of writing attempts to develop writing skills and to assist learners to see writing as a process involving various stages such as thinking, researching, planning, writing and re-writing. Furthermore, this study aims at demonstrating how to develop the learners to express themselves in a formally ordered way, as required in a given context for a specific purpose and audience. The study is strongly influenced by two approaches, one associated with the processes of writing, and the other called the genre approach, but the study also draws on a number of writing models. Examples of written essays by the learners of Xhosa in grade 12 are presented and analysed. This study examines four essays, each for which properties relating to the language competence component is analysed according to the questions posed by Grabe and Kaplan (1996). Writing is one of the most important communicative skills in life of the individual and it is an integral part of the school curriculum. This study concludes with some recommendations, which might help to solve certain problems relating to essay writing in the teaching of languages in Curriculum 2005 ..
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek 'n teoretiese raamwerk van taalvermoë met verwysing na die onderrig en aanleer van skryfvaardigheid in Xhosa vir graad 12 leerders. Die onderrig van skryfvaardigheid het as doelstelling die ontwikkeling van leerders se skryfvermoëns en die leiding van leerders om skryf te sien as 'n proses wat talle fases behels, soos nadenke, beplanning, navorsing, skryf en herskryf. Die studie poog voorts om aan te toon hoe leerders ontwikkel kan word om hulleself uit te druk in 'n formeelgevorderde wyse, soos vereis in 'n bepaalde konteks en vir 'n bepaalde gehoor. Die studie is sterk beïnvloed deur twee benaderings, een gekoppel aan die prosesse van skryf, en die ander, bekend as die genre-benadering, maar die studie betrek ook 'n aantal modelle van skryfvaardigheid. Voorbeelde van skriftelike stukke deur leerders van Xhosa eerste taal in graad 12 word ontleed. Die studie ondersoek vier opstelle, elke waarvoor eienskappe rakende die taalvaardigheidskomponent, ontleed word volgens vrae gestel deur Grabe en Kaplan (1996). Skryfvaardigheid is een van die belangrikste kommunikasievaardighede in die lewe van 'n individu, en dit vorm 'n integrale deel van die skoolkurrikulum. Die studie sluit af met 'n aantal aanbevelings wat 'n bydrae kan maak tot die oplos van bepaalde probleme rakende skryfwerk in taalonderrig in Kurrikulum 2005.
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Pellén, Angelica. "Oh foxy lady, where art thou? : A corpus based analysis of the word foxy, from a gender stereotype perspective." Thesis, Växjö University, School of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2569.

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The aim of this essay is to establish whether or not the word foxy can serve to illustrate gender differences and gender stereotypes in English. The analysis is conducted by using one American English corpus and one British English corpus in order to make a comparison of the two English varieties. Apart from the comparative study, foxy is examined and categorized according to gender and a number of features to help answering the research questions which are:

• What difference in meaning, if any, does the word foxy carry when used for males, females and inanimate things?

• Can the word foxy serve to illustrate gender stereotypes in English?

• Are there any differences regarding how foxy is used in American English compared to British English?

Throughout the essay previous studies are presented, terms and tools that have been used are defined and argued for. One of the conclusions drawn in this study is that there is a significant difference in meaning when foxy is used in American English compared to British English. There are, however, also differences concerning the use of foxy when referring to males, females and inanimate things.

Keywords: Collocation, corpus studies, foxy, gender, language, linguistics, semantic prosody, stereotypes.

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Lôbo, Célia Márcia Gonçalves Nunes. "A microconstrução “pois não” no Português Brasileiro: construcionalização e expansão." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7394.

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Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-06-01T10:58:44Z No. of bitstreams: 2 Tese - Célia Márcia Gonçalves Nunes Lôbo - 2017.pdf: 1974208 bytes, checksum: 08af02b446c385cf21a470b174911757 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This thesis aims to analyze, through a panchronic study, the uses of “pois não” in the perspective of the Grammar of Constructions in order to allocate it in a hierarchical constructional network and verify the source context of this microconstruction so recurrent in the Brazilian speech. A theoretical reference is made by Tomasello (2003), Croft and Cruse (2004), Langacker (2013), among others, with regard to cognitive language issues; Croft (2001), Goldberg (2006, 2013), Traugott (2008a), Bybee (2010), Traugott (2012) and Traugott and Trousdale (2013) for understanding general principles on constructional approaches; and Traugott and Trousdale (2013) and Diewald (2006a) to define the parameters of analysis. It is observed how occurred the process of change that resulted in the different uses of “pois não”, based on the analysis of Brazilian Portuguese spoken and written in the period of implementation of Brazilian Portuguese, which extends from the nineteenth to the twenty-first century (cf. MATTOS e SILVA, 2008). The oral and written contemporary language data are part of the Corpus of Portuguese (DAVIES and FERREIRA, 2006). It is relevant, in writing data, “pois não” used in dialogical sequences. The assumption is that the text with a more interactive character, due to its functional, structural and informational aspects, has a strong likelihood of being compared to the face-to-face conversation and, therefore, it is an excellent example of the language in use (PRETI, 2004). The initial parameters of analysis are based on the symbolic structure model of a Radical Construction Grammar proposed by Croft (2001); in the characteristics of construction dimensions (size, phonological specificity, concept), schematicity, productivity and compositionality factors, as proposed and understood by Traugott and Trousdale (2013); and in the mechanisms of (inter)subjectivity worked out by Traugott (2010). The postulates of the Functional Discursive Grammar, proposed by Hengeveld and Mackenzie (2008), especially those related to the interpersonal level, serve as an auxiliary theoretical contribution. The research shows that the microconstruction “pois não” manifests in the interpersonal level of the language the function of discursive marker. The results of the analyzes demonstrated the occurrence of more abstract constructs (less compositional) as from the 19th century. The process of implementation of these uses is related to the intersubjective mechanism, since the speaker when using “pois não” is attentive to the pragmatic attitudes and needs of the interlocutor. Through these findings, there was a need to resort to a theory that recognizes the interpersonal level as a level of grammar, so the Functional Discursive Grammar is used as complementary theory. Based on the description by Hengevald and Mackenzie (2008) on the interpersonal level, the semantic-pragmatic functions of “pois não” are distinguished in more intersubjectives contexts. Through the analysis of the contexts of change, as proposed by Diewald (2006a), it was verified that the microconstruction under study is the result of a grammatical constructionalization. Syntactic-semantic changes run along a path that starts from an atypical context in which the construction “pois” evidences loss of categorial property and ceases to act as a conjunction. Soon after, the change passes through the critical context in which “pois” loses its conclusive function and assumes discursive-pragmatic function. Finally, it reaches the isolated context, a phase marked by the loss of the semantic function of the negation of the construction “não” and the process of a chunking between the constructions “pois” and “não”, resulting in microconstruction “pois não” with innovative use which integrates a new node in the network of discursive markers, revealing a process of expansion.
Esta Tese visa analisar, mediante um estudo pancrônico, os usos de “pois não” na perspectiva da Gramática de Construções a fim de alocá-los em uma rede construcional hierárquica e verificar qual o contexto típico (fonte) dessa microconstrução tão recorrente na fala brasileira. Toma-se como referencial teórico Tomasello (2003), Croft e Cruse (2004), Langacker (2013), entre outros, no que se refere às questões cognitivas da linguagem; Croft (2001), Goldberg (2006, 2013), Traugott (2008a), Bybee (2010), Traugott (2012) e Traugott e Trousdale (2013) para o entendimento de princípios gerais sobre abordagens construcionais; e Traugott e Trousdale (2013) e Diewald (2006a) para definir os parâmetros de análise. Observa-se como ocorreu o processo de mudança que resultou nos diferentes usos de “pois não”, a partir da análise de dados do português brasileiro falado e escrito no período de implementação do Português Brasileiro, que se estende do século XIX ao século XXI (cf. MATTOS e SILVA, 2008). Os dados de língua oral e escrita contemporânea integram o Corpus do Português (DAVIES e FERREIRA, 2006). São relevantes, em dados da escrita, usos de “pois não” em sequências dialogais. O pressuposto é o de que o texto com caráter mais interativo, por seus aspectos funcionais, estruturais e informacionais, apresenta uma forte carga de verossimilhança em relação à conversação face a face e, por isso, é um excelente exemplar da língua em uso (PRETI, 2004). Os parâmetros iniciais de análise estão baseados: no modelo de estrutura simbólica de uma Gramática de Construção Radical, proposto por Croft (2001); nas características de dimensões da construção (tamanho, especificidade fonológica, conceito), nos fatores de esquematicidade, produtividade e composicionalidade, tais como propostos e entendidos por Traugott e Trousdale (2013); e nos mecanismos de (inter)subjetividade trabalhados por Traugott (2010). Os postulados da Gramática Discursivo Funcional, propostos por Hengeveld e Mackenzie (2008), especialmente aqueles relacionados ao nível interpessoal, servem de aporte teórico auxiliar. A pesquisa mostra que a microconstrução “pois não” manifesta no nível interpessoal da língua a função de marcador discursivo. Os resultados das análises demonstraram a ocorrência de construtos mais abstratizados (menos composicionais) a partir do século XIX. O processo de implementação desses usos está relacionado ao mecanismo de intersubjetificação, pois o locutor ao usar “pois não” atenta-se às atitudes e necessidades pragmáticas do interlocutor. Mediante tais constatações, houve uma necessidade de recorrer a uma teoria que reconhece o nível interpessoal como um nível de gramática, por isso utiliza-se a Gramática Discursivo funcional como teoria complementar. Com base na descrição feita por Hengevald e Mackenzie (2008) sobre o nível interpessoal, distingue-se detalhadamente as funções semântico-pragmáticas de “pois não” em contextos mais intersubjetivos. Mediante a análise dos contextos de mudança, conforme proposto por Diewald (2006a), constatou-se que a microconstrução em estudo é resultado de uma construcionalização gramatical. As alterações sintático-semânticas percorrem um trajeto que parte de um contexto atípico em que a construção “pois” evidencia perda de propriedade categorial e deixa de atuar como conjunção. Logo após, a mudança passa pelo contexto crítico no qual “pois” perde sua função conclusiva e assume função discursivo-pragmática. Por fim, atinge o contexto isolado, fase marcada pela perda da função semântica de negação da construção “não” e do processo de chunking entre as construções “pois” e “não”, resultando na microconstrução “pois não” com uso inovador a qual integra um novo nó na rede dos marcadores discursivos, revelando um processo de expansão.
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Lu, Sirui. "Differences in Perceptions of News and Source Credibility Based on Reporter Accent: An Elaboration Likelihood Model Perspective." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1430989460.

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Kanmert, Sofi. "As Fate Would Have It : A corpus-based study of Fate from an American perspective." Thesis, Mälardalen University, School of Education, Culture and Communication, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-6580.

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This essay is based on an investigation carried out with the help of the Corpus of Contemporary American English (COCA). Taking the system of transitivity as its theoretical base and using spoken and written discourse as its primary source, this study aspired to find out what kinds of actions Americans perceive Fate to perform, for example physical, mental or verbal, in order to control what happens to people. It also aimed to reveal what actions people are said to perform in their attempts to control Fate. Do Americans deem Fate capable of, for instance, “deciding”, “talking” or “conspiring” and do they say that people, for example, “challenge”, “defy” or “defeat” Fate? Furthermore, a comparison was made in terms of the actions performed by Fate and people between the different domains of discourse represented in the corpus: spoken, fiction, magazine, newspaper and academic.

Among other things, this investigation shows that in American discourse both Fate and people are perceived to resort to physical strategies rather than mental or verbal ones in their endeavor to control one another.

 

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Richardson, Diane Fern, and Diane Fern Richardson. "Toward a Pedagogy of Ambiguity: Incorporating and Assessing Ambiguity in a Multiliteracies-Based Foreign Language Classroom." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621855.

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One of the major challenges that persists in postsecondary foreign language (FL) education in the US today is how to implement a more integrated approach to language and literature instruction, that is, one that fosters critical awareness on multiple levels and prepares learners to be globally-connected and engaged citizens (MLA, 2007; Swaffar & Urlaub, 2014). Major contributions for achieving these goals have come from an array of pedagogical approaches that share in common their focus on language as a resource for making socially and symbolically rich meanings that do more than convey facts or express objectives. These include those designated as multiliteracies and genre-based approaches, as well as those that promote intercultural, symbolic and literary competencies as integral to the language learning experience. All of these frameworks acknowledge to some extent the fact that ambiguity-understood here as the multiplicity, indeterminacy, or destabilization of meaning-characterizes language itself and thus also our day-to-day and global communication, as well as the experience and process of FL learning. This dissertation, based on a qualitative classroom-based research study, considers how ambiguity can more be comprehensively integrated into FL learning and in particular into text-oriented teaching practices. The approach taken was a pedagogy that embraces ambiguity by providing learners and educators with strategies for navigating the moments of indeterminacy, uncertainty, and doubt that they will inevitably encounter in and out of the FL classroom. The study, set in an intermediate German language and culture course at a large public university, investigates 1) how to incorporate and assess moments of ambiguity more comprehensively across the curriculum and 2) how learners responded to various encounters with ambiguity, including ambiguity of genre, perspective, and silence. Data analysis revealed that purposeful integration of induced ambiguity can facilitate more comfort with those three dimensions and that it complements the principles of a multiliteracies-based FL pedagogy.
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Books on the topic "Usage-based perspective on language"

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Cadierno, Teresa, and Søren Wind Eskildsen, eds. Usage-Based Perspectives on Second Language Learning. Berlin, München, Boston: DE GRUYTER, 2015. http://dx.doi.org/10.1515/9783110378528.

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Argument structure in usage-based construction grammar: Experimental and corpus-based perspectives. Amsterdam: John Benjamins Publishing Company, 2015.

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Thomas, Wasow, ed. Language from a cognitive perspective: Grammar, usage, and processing. Stanford, Calif: CSLI Publications/Center for the Study of Language and Information, 2011.

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Antonymy: A corpus based perspective. London: Routledge, 2002.

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International, Conference on Task-Based Language Teaching (1st 2005 Louvain Belgium). Tasks in action: Task-based language education from a classroom-based perspective. Newcastle, UK: Cambridge Scholars, 2007.

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Wal, M. J. van der, honouree, ed. Norms and usage in language history, 1600-1900: A sociolinguistic and comparative perspective. Amsterdam: John Benjamins Publishing Company, 2014.

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Task-based language teaching from the teacher's perspective: Insights from New Zealand. Amsterdam: John Benjamins Pub. Co., 2012.

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Owens, Robert E. Introduction to communication disorders: A lifespan evidence-based perspective. 4th ed. Upper Saddle River, N.J: Pearson/Prentice Hall, 2010.

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Owens, Robert E. Introduction to communication disorders: A lifespan evidence-based perspective. 4th ed. Upper Saddle River, N.J: Pearson Education, 2011.

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Petkovic̐, Milan. Content-based video retrieval: A database perspective. Boston, MA: Kluwer Academic, 2004.

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Book chapters on the topic "Usage-based perspective on language"

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Rousse-Malpat, Audrey, and Marjolijn Verspoor. "Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective." In Language Learning & Language Teaching, 55–73. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/lllt.49.03rou.

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Wang, Zhan, and Peter Skehan. "Chapter 6. Structure, lexis, and time perspective: Influences on task performance." In Task-Based Language Teaching, 155–86. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tblt.5.06wan.

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Nitta, Ryo, and Kyoko Baba. "Chapter 11. Understanding benefits of repetition from a complex dynamic systems perspective." In Task-Based Language Teaching, 279–309. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/tblt.11.11nit.

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Skehan, Peter. "Chapter 1. The context for researching a processing perspective on task performance." In Task-Based Language Teaching, 1–26. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tblt.5.01ske.

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Holler, Anke. "German dependent clauses from a constraint-based perspective." In Studies in Language Companion Series, 187–216. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/slcs.98.11hol.

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Straaijer, Robin. "12. A Perspective on Prescriptivism: Language in Reviews of The New Fowler’s Modern English Usage." In Prescription and Tradition in Language, edited by Ingrid Tieken-Boon van Ostade and Carol Percy, 185–201. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096510-014.

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Bat-El, Outi. "2. Semitic verb structure within a universal perspective." In Language Processing and Acquisition in Languages of Semitic, Root-Based, Morphology, 29–59. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/lald.28.02bat.

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Fiorin, Gaetano, and Denis Delfitto. "A Perspective-Based Account of the Imperfective Paradox." In Formal Models in the Study of Language, 97–121. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48832-5_7.

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Stefanowitsch, Anatol, and Susanne Flach. "The corpus-based perspective on entrenchment." In Entrenchment and the psychology of language learning: How we reorganize and adapt linguistic knowledge., 101–27. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/15969-006.

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Ravid, Dorit. "14. A developmental perspective on root perception in Hebrew and Palestinian Arabic." In Language Processing and Acquisition in Languages of Semitic, Root-Based, Morphology, 293–319. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/lald.28.14rav.

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Conference papers on the topic "Usage-based perspective on language"

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Jiangqin, Xu, Liu Feng, and Jiang Min. "Task-Based Language Teaching: From the Practical Perspective." In 2008 International Conference on Computer Science and Software Engineering. IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.1502.

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Sa, Lu, Wang Bin, Guo Yuping, and Hayashi Toshihiro. "Explorations on a support system for Japanese language teaching materials from the perspective of language transfer." In 2012 11th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2012. http://dx.doi.org/10.1109/ithet.2012.6246024.

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Wang, Zhiguo, Wael Hamza, and Radu Florian. "Bilateral Multi-Perspective Matching for Natural Language Sentences." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/579.

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Natural language sentence matching is a fundamental technology for a variety of tasks. Previous approaches either match sentences from a single direction or only apply single granular (word-by-word or sentence-by-sentence) matching. In this work, we propose a bilateral multi-perspective matching (BiMPM) model. Given two sentences P and Q, our model first encodes them with a BiLSTM encoder. Next, we match the two encoded sentences in two directions P against Q and P against Q. In each matching direction, each time step of one sentence is matched against all time-steps of the other sentence from multiple perspectives. Then, another BiLSTM layer is utilized to aggregate the matching results into a fix-length matching vector. Finally, based on the matching vector, a decision is made through a fully connected layer. We evaluate our model on three tasks: paraphrase identification, natural language inference and answer sentence selection. Experimental results on standard benchmark datasets show that our model achieves the state-of-the-art performance on all tasks.
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Ma, Bo, Yating Yang, Xi Zhou, and Lei Wang. "Graph-based short text Entity Linking: A data integration perspective." In 2016 International Conference on Asian Language Processing (IALP). IEEE, 2016. http://dx.doi.org/10.1109/ialp.2016.7875966.

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Liu, Ziqiong, Shengjin Wang, and Xiaoqing Ding. "ROI perspective transform based road marking detection and recognition." In 2012 International Conference on Audio, Language and Image Processing (ICALIP). IEEE, 2012. http://dx.doi.org/10.1109/icalip.2012.6376731.

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Tyshchenko, Oleh. "FORMULATIONS OF WISHES IN THE TRADITIONAL RUSSIAN FOLKLORE AND IN THE INTERNET COMMUNICATION." In Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-23.

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The article discusses the processes of transformation of wishes in modern precedent texts and social networks. It also focuses on the messages from Russian Twitter (in which there occur substitutions, omissions, additions, contaminations, occasional coinages or the usage of expressions in their direct meaning). The research presents the results of the origin of expressions Pip to your tongue, No bottom no cover, etc. analysis and reveals their frequency in text corpora from chronological perspective. The origin of these phrases is well known and is recorded in dictionaries and in the usage, speech practice and dialect phraseology of the Russian language and traditional folklore.
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Pujiati, Tri, and Wawan Gunawan. "Directive Speech Acts on Discussion Based on Gender Perspective." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.48.

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De Deyne, Simon, Amy Perfors, and Daniel J. Navarro. "Predicting Human Similarity Judgments with Distributional Models: The Value of Word Associations." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/671.

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To represent the meaning of a word, most models use external language resources, such as text corpora, to derive the distributional properties of word usage. In this study, we propose that internal language models, that are more closely aligned to the mental representations of words, can be used to derive new theoretical questions regarding the structure of the mental lexicon. A comparison with internal models also puts into perspective a number of assumptions underlying recently proposed distributional text-based models could provide important insights into cognitive science, including linguistics and artificial intelligence. We focus on word-embedding models which have been proposed to learn aspects of word meaning in a manner similar to humans and contrast them with internal language models derived from a new extensive data set of word associations. An evaluation using relatedness judgments shows that internal language models consistently outperform current state-of-the art text-based external language models. This suggests alternative approaches to represent word meaning using properties that aren't encoded in text.
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Liang, Jie, and Lan Jin. "Multi-perspective modeling of computer sales system Based on Unified Modeling Language." In 2020 IEEE 5th Information Technology and Mechatronics Engineering Conference (ITOEC). IEEE, 2020. http://dx.doi.org/10.1109/itoec49072.2020.9141934.

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Liang, Yongxian. "The Acquisition of Word Order of Ditransitive Constructions Based on Typological Perspective." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.082.

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Reports on the topic "Usage-based perspective on language"

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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